Scientific Epistemological Beliefs About Biology Among Pre-Service Biology Teachers

Abstract

This study investigated pre-service biology teachers’ epistemological beliefs about biology. The sample consisted of 200 undergraduates in a biology teacher- education programme. The biology version of Colorado Learning Attitudes about Science Survey (Class-Bio) was administered on the subjects. Data collected were analysed using Z-test of single proportion, t-test of independent samples and Fixed ANOVA model. Findings of the study indicated that epistemological beliefs of the pre-service teachers were similar to those of novices, and entry qualification, as well as Year of study did not significantly influence their epistemological beliefs. It is recommended, among others, that biology teacher educators should explore ways of teaching to improve pre-service biology teachers’ epistemological beliefs since such beliefs have been factored in learning outcome/ performance equation.